Описание: "Transcending the Color Line", by sociologist and professor Bobby E. Mills, PhD, represents a philosophical attempt to make sense out of American black collective experience. This collection of essays does not reflect traditional sociological perspectives and methodological considerations. Instead, the query is: How do we live? More importantly, what are we willing to sacrifice in order to live the way we say we want to live? In other words, these essays dig deeper to the moral and spiritual issues that lie beneath the more obvious sociological ones.
Invariably the search for moral understanding and spiritual meaning is neither easy nor popular. Yet it is the abstract, empirical (amoral and apolitical) character of traditional sociology that has all but rendered it irrelevant to the resolution of contemporary social ills. The biased theoretical assumptions of the scientific method (i.e., abstract empiricism) are the social basis for the collective bias otherwise known as the illusion of value neutrality. This collective cultural bias is the social foundation for institutional racism, sexism, theological dogmatism (i.e., denominationalism), and above all, authoritarianism. Indeed, every "ism" is a schism, and schisms divide. Our either/or logic fosters cultural extremism rather than a universal perspective on humanity.
By digging deep to the true source of our sociological and leadership issues, these essays not only call black and white individuals accountable to the dysfunction present in our shared social experience, but inspire all people to transcend the color line and become part of the solution.
Описание: A book of matrices with Black boys as the main character that is designed to help gifted and talented education teachers leverage Black boys` identities to inform and shape how they plan and deliver curriculum and instruction and manage the multicultural, democratic, and culturally responsive classroom.
Описание: A book of matrices with Black boys as the main character that is designed to help gifted and talented education teachers leverage Black boys` identities to inform and shape how they plan and deliver curriculum and instruction and manage the multicultural, democratic, and culturally responsive classroom.
Описание: This book seeks to understand the complexities of talented and high-performing Black girls and women in STEM across the P-20 trajectory. Analogously, this volume aims to understand the intersections between giftedness, its identification, and racial, gender, and academic discipline identities. The dearth of literature on this subject suggests that Black girls and women have unique experiences in gifted programming, in large part because of factors associated with gifted programs in general. Key factors affecting Black students, and Black girls in particular, are identification and underrepresentation. These factors can be shaped by interlocking systems of racism, classism, gender bias, and other forms of oppression.
Teachers in the P-12 educational system are the first identifiers for gifted programming and look for student characteristics, such as natural leadership, inquisitiveness, and students’ desire to be in gifted programs. Because many Black girls are stereotyped and teachers rarely have deep understanding of cultural differences, Black girls are less likely to be identified for gifted programming. More specifically, Black girls’ lack of representation in gifted mathematics or STEM programs contradicts research that finds that girls reach several developmental advantages ahead of boys. For example, research has shown that girls talk and read earlier, receive higher grades in elementary school, and drop-out less often than boys. Other studies have also shown that Black girls have higher mathematics career aspirations than their White and Latina female peers; yet, they are rarely represented in gifted math and Advanced Placement (AP) math programs. Furthermore, the underrepresentation of urban, low-income African-American students in gifted education is related to low test scores, student and family choice, a lack of teacher referral, and a mismatch between home and school cultures.
Some high-performing Black girls and women are participating in programs that nurture and support their racial and gender identities and contribute to them developing into strong and efficacious girls and women who have agency in their lives. This anthology includes studies that illustrate the complexities of intersectionality in various STEM programs, while also demonstrating that increasing access to STEM for Black girls and women is doable.
Описание: This book seeks to understand the complexities of talented and high-performing Black girls and women in STEM across the P-20 trajectory. Analogously, this volume aims to understand the intersections between giftedness, its identification, and racial, gender, and academic discipline identities. The dearth of literature on this subject suggests that Black girls and women have unique experiences in gifted programming, in large part because of factors associated with gifted programs in general. Key factors affecting Black students, and Black girls in particular, are identification and underrepresentation. These factors can be shaped by interlocking systems of racism, classism, gender bias, and other forms of oppression.
Teachers in the P-12 educational system are the first identifiers for gifted programming and look for student characteristics, such as natural leadership, inquisitiveness, and students’ desire to be in gifted programs. Because many Black girls are stereotyped and teachers rarely have deep understanding of cultural differences, Black girls are less likely to be identified for gifted programming. More specifically, Black girls’ lack of representation in gifted mathematics or STEM programs contradicts research that finds that girls reach several developmental advantages ahead of boys. For example, research has shown that girls talk and read earlier, receive higher grades in elementary school, and drop-out less often than boys. Other studies have also shown that Black girls have higher mathematics career aspirations than their White and Latina female peers; yet, they are rarely represented in gifted math and Advanced Placement (AP) math programs. Furthermore, the underrepresentation of urban, low-income African-American students in gifted education is related to low test scores, student and family choice, a lack of teacher referral, and a mismatch between home and school cultures.
Some high-performing Black girls and women are participating in programs that nurture and support their racial and gender identities and contribute to them developing into strong and efficacious girls and women who have agency in their lives. This anthology includes studies that illustrate the complexities of intersectionality in various STEM programs, while also demonstrating that increasing access to STEM for Black girls and women is doable.
ООО "Логосфера " Тел:+7(495) 980-12-10 www.logobook.ru